Chemistry education board game based on cognitive mechanism: multi-dimensional evaluation of learners’ knowledge acquisition, flow and playing experience of board game materials

Li, Cheng-Tai; Hou, Huei-Tse; Lin, Wei-Shen

doi:10.1080/02635143.2022.2125505

Cited by 3 publications

(4 citation statements)

References 55 publications

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“…70. 6 The quality of a game is also described in terms of its rules and moves; the rules were refined over the 4 years of work. This value shows that the game improved its mechanics and that it can be executed in a simple way.…”

Section: 5mentioning

confidence: 99%

“…This problem may result from the teacher’s pedagogical actions with monotonous expository classes and passive dissemination of knowledge . This is why it is recommended that these educational activities be complemented with didactic tools where students are the main interpreters of their own training process . Currently, different pedagogical innovation strategies are being developed that support their action in active learning; , one of them is game-based learning (GBL).…”

Section: Introductionmentioning

confidence: 99%

“…5 This is why it is recommended that these educational activities be complemented with didactic tools where students are the main interpreters of their own training process. 6 Currently, different pedagogical innovation strategies are being developed that support their action in active learning; 7,8 one of them is game-based learning (GBL). Previous research shows that the use of games as a teaching methodology enriches the development of powerful skills in students.…”

Section: ■ Introductionmentioning

confidence: 99%

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Amino-structure: A Card Game for Amino Acids Learning in Biochemistry Classes

Gómez Buitrago,

Tobar-Muñoz,

Arteaga

2024

J. Chem. Educ.

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In response to the great challenge that the teaching of basic sciences currently entails in the new generations of young people and seeking to awaken the interest of our students in chemistry and its areas of influence, we developed an innovative card game named "Amino-structure" which served as a key tool to implement an active learning strategy in the study of the 20 amino acids in biochemistry classes. In this paper, we describe the results of this proposal, evaluated after the completion of three (3) phases: presentation of the game, implementation, and validation. 201 university students, from academic programs in science and engineering, participated in this fun activity, and through them, we evaluated the effectiveness of this pedagogical strategy which was carried out during their studies in the above-mentioned disciplines. The analysis of the results regarding parameters such as usability, playability, and satisfaction with the game showed a high degree of acceptance by most of the participants. In the final part of our study, through a quiz with two open-ended questions, we evaluated the learning objective. The analysis of the results, based on the responses of the participants, showed that 82.1% passed the knowledge test, which suggests that a high percentage of approval of the game as a pedagogical, guiding, and motivating tool was obtained.

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Section: 5mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: ■ Introductionmentioning

confidence: 99%

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Amino-structure: A Card Game for Amino Acids Learning in Biochemistry Classes

Gómez Buitrago,

Tobar-Muñoz,

Arteaga

2024

J. Chem. Educ.

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“…Flow arises when there is a balance between the individual skills and the challenges of the task, resulting in a rewarding and meaningful experience. When students experience the state of flow in their learning process, they care more likely to be engaged and motivated to actively participate in their studies (Kara, 2022;Li et al, 2022;Pereira et al, 2022;Barreto et al,2023).…”

Section: Literature Reviewmentioning

confidence: 99%

Academic Engagement: A Bibliometric Analysis in Scientific Production

Flores,

Ramos,

Mendoza

et al. 2023

J. Professional Business Review

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Purpose: To conduct a bibliometric analysis of the existing literature on academic engagement in order to quantify academic output, identify influential authors and journals, and assess the temporal evolution of research, providing a comprehensive bibliometric perspective with guidance for future studies in the academic field. Theoretical framework: Through a systematic search in academic databases, relevant studies about student commitment and motivation in educational contexts were identified. Design/methodology/approach: The methodology has a descriptive and exploratory approach, 816 articles were reviewed. By analyzing bibliometric indicators, it was revealed a constant growth in research in this field over the last decades, proving a growing interest in understanding and enhancing student participation in their learning process. Findings: The study identified an evolution on research themes, going from individual factors such as motivation to broader contextual issues, such as the impact of technology on the engagement and educational quality. The influence of key authors and institutions in shaping the field was highlighted, as well as a multidisciplinary approach encompassing psychology, education, medicine, and educational technology. Research, Practical & Social implications: This bibliometric study offers a panoramic and updated vision of academic engagement research. Originality/value: Its findings offer a solid foundation to future investigations and enrich the comprehension of how student participation and motivation contributes to a more meaningful learning and the improvement of educational systems.

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